Step 1) Introduction (10 minutes)

• Start the session explaining the scope of the project or the educational process in question. The SDG 2 refers to hunger eradication – show the short video to introduce the SDG from resources section.
• Briefly introduce the SDG through a short introductory reflection based on the vídeo:

On a planet where there is food for all, around 2 billion people are affected by moderate or severe food insecurity. About 690 million people suffer from hunger at the same time as obesity is increasing in recent years in all regions. These are big numbers... Let's try to simplify... Imagine that you represented the world population, how would food and resources be distributed? Let's do a game!

Step 2) Simulation Game (20 minutes)

Explain that this is a simulation exercise and that, in order to get quality reflections, participants must understand the instructions and be committed to the exercise.

For a group of 25 students:

• Ask the 25 students to stand and form a circle representing the total world population of over 7 billion people. Explain that each person represents about 4% of the world’s population or approximately 307 million people.
• Ask 3 of the circle to sit on the floor around a bowl with 1 x corn chips each and a small bottle of dirty water. Say: ‘You represent the approximately 770 million people of the world who live on less than $1.90 per day and who do not get enough food to be healthy and lead an active life. You are undernourished and often sick. Many of your children will die before their fifth birthday. Many of your children will either never attend school or only a few years of primary school. You and your children may be forced to work in dangerous conditions. Some of you will die of hunger this year.’
• Ask 7 of the circle to sit on a chair. Provide 2 x corn chips each. Say: ‘You represent the approximately 2 billion people of the world who live on about $3,20 per day. Many of you are frequently hungry. You spend long hours working to produce or purchase what food you do have. Your children may go to primary school for a few years but only some will finish or go on to secondary school. You and your family are vulnerable to illness. You could easily lose what little you do have.’
• Ask 11 of the circle to sit at the table with a bowl of corn chips. Say: ‘You represent the people of the world who are not extremely poor but who also don’t live in a country with a very high level of development. You earn enough to provide for your family. Your children go to school. You are generally healthy. But you are vulnerable. For many of you, losing crops to natural disasters, or a serious illness, or rapid increases in the price of food could throw you into poverty. You may not have savings or government support systems like welfare benefits to protect you.’
• Ask 4 of the students to go and sit at the table with the bowls of lollies, fruit, and lots of corn chips. Say: ‘You represent the approximately 1.3 billion people of the world who live in countries with a very high level of development. You are able to afford a nutritious daily diet. The majority of you have money to spare and it’s easy to access a wide variety of food. As a group, you consume the majority of the world’s food. Since many of you eat more than your daily requirement of calories, you face health problems such as heart disease and diabetes however your average life expectancy is still 81 years which is above the global average of 73 years (World bank, 2018).’

Step 3) Debriefing (20 minutes)

Provide a flip chart paper and a marker pen for each group to write how they feel about this global distribution of food and the group they were in. After the small group have shared thoughts and feelings together, lead a whole group discussion using the following questions:

• How do people in the different groups feel?
• What questions does this cause you to ask?
• How do you feel about the way this food is shared? Does everyone receive a fair share? Why might that be the case?
• Where do most people from your country fit in this share? Note: recognise that not all european are equally wealthy and not all Africans are equally poor. Nations have people in each of these groups.

Step 4) Solidarity Action (30 minutes)

1. Invite students to form four groups. Each group should reflect on the following issues:

• What is hunger? 
• What are the causes of inequality in the distribution of food and in the issues of hunger and malnutrition?
• Who has the power to reduce these inequalities?
• How can the government, the private sector, civil society and consumers contribute to reducing these inequalities?
• How is this connected to my personal and professional life?

2. Group Discussion

Groups share their reflections. Some questions to facilitate the debate:

• Why is there hunger?
• Who is responsible for the inequalities in the distribution of food?
• Who has the main power to eliminate hunger?

Step 5) Conclusion (10minutes)

Conclude the session indicating some statistics and causes for the issues of inequality and hunger worldwide and nationally. If possible, show some projects and individual initiatives to tackle hunger and malnutrition. 

If you are in a VET context where this SDG can be more relevant (e.g. agricultural, gastronomic, food security,…) you can explore more in depth the connections between this SDG and their future job. 

- CALL TO ACTION 1

Make a campaign to collect food and give to a social institution around you - Appoint a tutor who can be a teacher or an older student to help you plan and organize the activity. Ask  a social institution which goods/food are most often needed. Plan the campaign trying to answer the following questions: Who? What? Why? For whom? How? When? Where? Create a publicity poster and / or event on social networks about the food collection campaign. Ask the School Director to publicize the event to all teachers and students at the school. Ensure the logistics needed to receive the donated goods and the delivery to the institution.  

- CALL TO ACTION 2

Volunteer at a food bank or at a social institution that distributes food to the homeless - you can choose to do a punctual volunteer action or register as a volunteer in an organization. In any case, you can work on the dissemination of this volunteer experience, making a small journalistic piece or a short video that portrays what volunteering is and how this work contributes to the well-being of the community.